1. STUDENTS INTERACTIONS WITH ONE ANOTHER LOOKING IN CLASSROOMS GOOD & BROPHY, 2000 CHAPTER 7 LUZ CARIME BERSH, Ph. D. National-Louis University

2. CONTENTS n Introduction. n Inclusion of students with special needs. n Between class grouping: Tracking. n Cooperative Learning. n Other student interaction learning structures.

3. EXCELLENCE VS. EQUITY IN EDUCATION n Homogeneous grouping of students concentrate on cognitive rather than affective/social objectives. n Educational focus is based on success in maximizing achievement test scores. n Heterogeneous grouping of students focus on educational quality based on equity regardless of gender, race, ethnicity or socioeconomic status.

4. INCLUSION OF STUDENTS WITH SPECIAL NEEDS n Public Law 94-142 directs public schools to enroll handicapped students and educate them in the least restrictive environment.

5. From most to least restrictive- Reynolds,1978 n Full time residential school n Full time special school n Full time special class n Regular class plus part-time special class n Regular class plus resource room help n Regular class with assistance by itinerant specialists n Regular class with consultive assistance n Regular class only

6. n Mainstreamed or inclusion students are likely to adjust well to regular classrooms if they perceive acceptance and support both from teachers and peers.

7. More on inclusion…. What is inclusion?

8. BETWEEN CLASS GROUPING: TRACKING n Homogeneous grouping by ability or achievement. n It is more common in Elementary schools. n Grouping by curriculum (Tracking) is more common in Junior and Senior High schools.

9. AFFECTIVE AND SOCIAL EFFECTS OF TRACKING - Social labeling and teacher attitude and expectation effects. - Undesirable peer structures. - Assignment to tracks tend to become permanent. - Tracking minimizes contact between students with differing achievement. Another form of segregation?

10. THE JOPLIN PLAN n Students attend heterogeneous classes for most of the day but are n regrouped for reading n instruction across grades.

11. WITHIN CLASS ABILITY GROUPING: Small Homogeneous Grouping n STRUCTURAL APPROACH n Students n Students are divided into groups based on their previous year’s performance. n SITUATIONAL APPROACH n Students groups are changed based on their needs during or after class activities.

12. COOPERATIVE LEARNING

13. Cooperative learning provides a real-life model for real-life situations in society. n Educational trends call for active construction of knowledge engaging students in meaningful and authentic tasks in a social setting. n Students groups work effectively for practice, learning facts/concepts, discussion and problem-solving.

14. Task structures in cooperative learning

15. INCENTIVE STRUCTURES n Cooperative incentive structures n Competitive incentive structures

16. WELL KNOWN COOPERATIVE LEARNING PROGRAMS n LEARNING TOGETHER. (Johnson & Johnson,1994) n The main interest is getting students differing in achievement, race, ethnicity or gender working together in one task.

17. Main Elements: 1- POSITIVE INTERDEPENDENCE 2- FACE-TO FACE INTERACTION 3- INDIVIDUAL ACCOUNTABILITY 4- INSTRUCTING STUDENTS IN INTERPERSONAL AND GROUP SKILLS 5- POSITIVE CONFLICT AND CONTROVERSY

18. Value of respect toward peers from different cultures, races, and gender result from constructive controversy

19. OTHER COOPERATIVE LEARNING PROGRAMS: n GROUP INVESTIGATION (Sharan& Sharan,1992) n JIGSAW APPROACH (Aronson,et al,1980) n JIGSAW II (Slavin,1980) n TEAMS-GAMES- TOURNAMENT/STUDENT TEAMS- ACHIEVEMENT DIVISIONS

20. Brief, informal cooperative learning structures n Think/pair share method n Numbered heads together n Pens in the middle n Group interviews

21. LEARNING PROCESSES IN COOPERATIVE LEARNING n Giving explanations to other group members is positively correlated with achievement, both for the student explaining and the student receiving the explanation. n Interaction during small group activities have shown that students spend more time on task.

22. Potential Advantages - Subject matter knowledge is increased - Students value shared academic work - Students regulate their own resources - Students learn to manage others’ resources - Students develop dispositions toward challenging work - School tasks are similar to those outside of school - Group members serve as models for one another - Students develop further understanding/acceptance of self and others.

23. Potential Disadvantages - Students misconceptions can be reinforced - Students shift dependency from teacher to peers - Students value more product more than process - Students receive differential attention and status - Some students may feel unable to contribute - Some students may feel they don’t need to contribute - Information may be held back to avoid “labeling”

24. Other interesting research-supported data on Cooperative Learning Cooperative learning methods seem to work better in upper levels, (4th and up) Emphasis should be placed in cooperation while minimizing competition Problem-solving problems may be high risk situations leading to anger/frustration Some subject-areas (math) don’t work with Coop. Learning Cooperative working skills need to be taught

25. OTHER STUDENT INTERACTION LEARNING STRUCTURES n Cross-age tutoring n Peer tutoring n Learning in Dyads

26. CHECK THESE LINKS: n Creating Original Opera Creating Original Opera Creating Original Opera Alternatives to Tracking Alternatives to Ability grouping Grouping practices